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A case study examines AI as an auxiliary learning tool in postgraduate assessment activities. Students report value for text generation, proofreading, idea generation, and research, while also citing limits in accuracy, detail, and specificity. Integration is recommended through feedback design, adaptive assessment leveraging, and AI literacy for students and educators.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integrating-artificial-intelligence-into-higher-education-assessment/297186/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integrating-artificial-intelligence-into-higher-education-assessment/297186.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-18",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"Why is assessment authenticity important in the context of integrating AI?","Question",{"text":113,"@type":114},"The paper links AI integration to enhancing assessment authenticity and diversification, aiming to better align assessment practices with learning goals and skills development.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},297186,1790054680,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":132,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":137,"read_time":138,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Integrating Artificial Intelligence into Higher Education Assessment  \nAndrew Williams, Ph.D.  \nAuthor Note  \nAndrew Williams, [orcid.org/0000-0002-0908-0364](orcid.org/0000-0002-0908-0364)  \n“I have no conflicts of interest to disclose.”  \nIntersection: A Journal at the Intersection of Assessment and Learning Vol. 6, Issue 1, 2025  \nAbstract: Generative AI has the potential to transform higher education assessment. This study examines the opportunities and challenges of integrating AI into coursework assessments, highlighting the need to rethink traditional paradigms. A case study is presented that explores AI as an auxiliary learning tool in postgraduate coursework. Students found AI valuable for text generation, proofreading, idea generation, and research but noted limitations in accuracy, detail, and specificity. AI integration offers advantages such as enhancing assessment authenticity, promoting self-regulated learning, and developing critical thinking and problem-solving skills. A holistic approach is recommended, incorporating AI into feedback, adapting assessments to leverage AI’s capabilities, and promoting AI literacy among students and educators. Embracing AI while addressing its challenges can enable effective, equitable, and engaging assessment and teaching practices. Universities are encouraged to strategically integrate AI into teaching and learning, ultimately transforming the educational landscape to better prepare students for an AI-driven world.  \nKeywords: artificial intelligence, higher education, assessment, student, essay  \nIntroduction  \nArtificial intelligence (AI) is a rapidly advancing field of study, with its capabilities reported to be doubling every six months (Pichai, 2023) . Innovations in AI represent a disruptive technology for our society and for the higher education sector. Generative AI, large language models (LLMs), and natural language processing (NLP) technologies, therefore, have the potential to be transformative for higher education practices (Gamage et al., 2023) . Unlike earlier AI systems designed to automate repetitive tasks, generative AI can create new content, provide feedback, and simulate human-like interactions. The capabilities of AI have raised concerns among educators about the impact of AI on academic integrity (Perkins, 2023), but they also offer myriad opportunities to transform teaching practices, personalize approaches to student learning and revolutionize traditional assessment modalities (Rudolph et al., 2023) . This paper aims to explore the potential of generative AI to enhance andredefine the way assessments are conducted in higher education by examining how AI can be integrated into assessment design and practice. Opportunities for integrating AI into feedback and assessment practices are discussed, and a case study is presented to illustrate a practical application of this approach. Furthermore, an analysis of the student perspective of using generative AI as an auxiliary tool for their studies and assessments is presented.  \nAI has now become pervasive throughout modern society, with the technology utilized across multiple business sectors, entertainment, media, healthcare, and education. (Babaniyazovich, 2023; Vijayakumar, 2022) . AI competency has rapidly become a desired employability skill for businesses and industries (Pauceanu et al., 2020), including healthcare and the biomedical sciences (Jain et al., 2021) . Therefore, it is argued that universities have a responsibility to train and equip students with the technological and ethical competencies for using AI in the workplace (Aoun, 2024) . This includes teaching students about the capabilities and limitations of generative AI and allowing students to experiment with AI in a safe and controlled environment. The inclusion of generative AI into contemporary higher education curricula and assessment may therefore be required to fulfil desired learning outcomes (Zouhaier, 2023) . Given the transformative","cbCaicxyhNcD5v6v","https://ap.wps.com/l/cbCaicxyhNcD5v6v","pdf",416603,27,"English","# Introduction\n## Assessment authenticity and traditional methods\n# Opportunities for AI integration\n## Feedback and assessment practice\n# Case study and student perspective\n## Benefits and limitations of AI tools\n# Recommendations and implications\n## AI literacy, equitable assessment, and teaching practices","[{\"question\":\"Why is assessment authenticity important in the context of integrating AI?\",\"answer\":\"The paper links AI integration to enhancing assessment authenticity and diversification, aiming to better align assessment practices with learning goals and skills development.\"}]","Integrating Artificial Intelligence into Higher Education Assessment | PDF",1789742138,68]